1. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 “Learning begins with student engagement, which in turn leads to knowledge and understanding. Once someone understands, he or she becomes capable of performance or action. Critical reflection on one’s practice and understanding leads to higher-order thinking in the form of a capacity to exercise judgment in the face of uncertainty and to create designs in the presence of constraints and unpredictability. Ultimately, the exercise of judgment makes possible the development of commitment. In commitment, we become capable of professing our understandings and our values, our faith and our love, our skepticism and our doubts, internalizing those attributes and making them integral to our identities.” Schulman, 2002

2. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 High Impact Practices & Student Learning Dr. Dave VeazeySept. 22, 2014 Pacific Lutheran UniversityMissoula, MT Director: Pacific Northwest Learning Consortium

3. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Survey

4. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Outcomes Describe the changes in the college going student body that demand high quality teaching and pedagogy. Understand and articulate the research that supports the use of High Impact Practices. Describe limitations and positive impacts of High Impact Practices in supporting student learning. Analyze conditions in a higher education environment and develop ideas to improve student learning in High Impact Practices.

5. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 ACCESS HAS BEEN A PRIORITY  Morrill Acts – 1862, 1890  GI Bill  Expansion of Community Colleges  Civil Rights and Federal Financing of Higher Education Changes

6. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Educational Attainment in the U.S.*19102012 25 or older with a High School Diploma13%87.6% 25 or older with a Bachelor’s Degree2.7%31% College Enrollment350,00021,000,000 *National Center for Education Statistics ACCESS HAS BEEN A SUCCESS Changes

7. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 More students = Diverse students Academic Preparation Education Self Efficacy Pressures Outside of Academics Changes

8. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Public concern about rising costs may ultimately contribute to the erosion of public confidence in higher education. In our view, affordability is directly affected by a financing system that provides limited incentives for colleges and universities to take aggressive steps to improve institutional efficiency and productivity. …we need to be increasing the quality of learning outcomes …the continued ability of American postsecondary institutions to produce informed and skilled citizens who are able to lead and compete in the 21st-century global marketplace may soon be in question. ACCOUNTABILITY – AFFORDABILITY - QUALITY Spellings Commission Report - 2006 Changes

9. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Obama – Higher Education Rankings Federal Financial Aid Proposed to be tied to Accountability Measures: 1.Tuition 2.Graduation Rates 3.Student Debt 4.Earnings of Graduates 5.Percentage of Low Income Students Served ACCESSAFFORDABILITY OUTCOMES Changes

10. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 ACCESSRemains an important goal AFFORDABILITYRemains a challenge QUALITYBeing defined by others Changes

11. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Who will define “OUTCOMES”? 1. Federal and State Government – LEGISLATION - simplistic 2. Students & Parents – MEDIA AND PERCEPTIONS – who knows? 3. Employers – ECONOMIC BENEFIT – access to employees 4. Faculty – “…education that empowers individuals with broad knowledge and transferable skills, and a stronger sense of values, ethics, and civic engagement... characterized by challenging encounters with important issues, and more a way of studying than a specific course or field of study.” AAC&U Changes

12. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Current Issues…. Outcomes are related to retention, graduation rate, jobs and income…not student learning. Students are coming to higher education that DIDN’T 20 and 30 years ago – less prepared for the college experience Expectation exists in the public that colleges will successfully graduate students. Changes

13. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Solution? Create research based strategies that: 1.Engage students in multiple ways to connect to their learning in meaningful ways 2.Create multiple opportunities for students to experience these pedagogies HIGH IMPACT PRACTICES limitations and positive impacts

14. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 HIP’s Bridge Accountability & Learning Peer Reputation Graduation Rate Retention of Cohorts Jobs & Income of Graduates Critical Thinking Communication Lifelong Learning Civic Responsibility Problem Solving Diversity Information Literacy Ethics Teamwork Quantitative Reasoning limitations and positive impacts

15. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Multiple Opportunities limitations and positive impacts

16. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Quality of PROCESS Matters ! limitations and positive impacts

17. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 High Impact Practice An investment in time and energy over an extended period that has unusually positive effects on student engagement in educationally purposeful behavior Kuh, 2009 limitations and positive impacts

18. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Characteristics of a Quality HIP 1.Performance expectations set at appropriate and high level 2.Significant investment of time and effort over an extended period of time 3.Interactions with faculty and peers about substantive matters 4.Experiences with diversity 5.Frequent, timely and constructive feedback 6.Periodic, structured opportunities to reflect and integrate learning 7.Opportunities to discover relevance of learning through real-world applications 8.Public demonstration of competence limitations and positive impacts

19. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Compile Survey Results

20. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014

21. Move to Corners of Room

22. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Change in Higher Education Many good ideas about change, but change initiatives can be overwhelming As a result, leaders often rely on one simple approach for all situations If an approach works once, leaders tend to use it again and do not understand why it does not work Key – become familiar with many tools (Bolman and Deal, for example) Kezar, ALA Symposium, 2014

23. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Structural frame Organization as Factory Organizations exist primarily to accomplish established goals A structural form can be designed and implemented to fit any particular set of circumstances Organizations work effectively when environmental turbulence and personal preferences are constrained by norms of rationality

24. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Structural frame Specialization permits higher levels of individual expertise and performance Coordination and control are essential to effectiveness Problems originate from inappropriate structures or inadequate systems and can be resolved through restructuring or developing new systems

25. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Human Resource frame Organization at Extended Family Fit between people and the organization Key concepts – needs, skills, relationships, interpersonal interactions, fit, satisfaction Key processes – tailoring the organization to meet individual needs

26. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Human Resource frame Organizations exist to serve human needs Organizations and people need each other When the fit is poor, both will suffer, individuals will be exploited, or seek to exploit organizations, or both Human beings find meaningful and satisfying work, and organizations get human talents and energy – a good fit between both!

27. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Political frame Organization as advocacy and activism Organizations are coalitions of various individuals and interest groups There are enduring differences among coalition members in values, beliefs, information, interests, and perceptions of reality Most important decisions involve the allocation of scarce resources through bargaining, negotiation, coalition building, agenda setting

28. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Symbolic frame Organization as Tribe or Theatre Key concepts – culture, symbols, ritual, ceremony, stories, heroes/heroines, myths, charisma Key processes – common vision, attending to meaning, devising rituals, ceremonies and symbols

29. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Symbolic frame Symbols form a cultural tapestry or secular myths, rituals, ceremonies, and stories that help people find meaning, purpose and passion Symbols embody and express the organization's culture – the interwoven pattern of beliefs, values, practices and artifacts that define for members who they are and how they are to do things

30. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Which frames to use to create change? In postsecondary research – political and symbolic proven most important, often least developed in people How can frames be used to create change?

31. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Return to Seats !

32. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Multiple Opportunities limitations and positive impacts

33. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Are Student Self Report Data Valid? Pedagogies Supportive Practices Assignments research

34. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Institutions Often Do Not Use the Data They Have Very few institutions even utilized actionable data Even information we already know – anecdotes confirmed by data – frequently do not change practice MORE data is not always helpful research

35. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Lessons? Student Self Report Data Teaching environment and pedagogy Authentic Student Evidence Learning Create Actionable Process 1. Teaching and learning data faculty hunger to know 2. How student learning data speaks to these questions research

36. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 High Impact Practices Student Experiences and Perceptions are valuable data to understand the effectiveness of High Impact Practices research

37. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 ideas to improve

38. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 ideas to improve

39. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 ideas to improve

40. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 ideas to improve

41. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 ideas to improve

42. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 ideas to improve

43. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Unique Approach is the Right Approach ideas to improve

44. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Tips Be COMMITTED to improvement – Incremental, Long-Term, Sustainable Education goals & process MUST stem from mission & culture Value the notion of openly QUESTIONING long standing institutional practices EMBRACE the fuzzy world of program level learning – it is not research ! The first “understanding student learning” and student experience NEEDS to be a good one Pilot, pilot again, AND again 1. Be willing to EXPERIMENT before data is “conclusive” 2. Develop INSTITUTION WIDE rubrics/methods of evaluation – get close enough 3.Create 4 levels ONLY in the rubric (2 above, 2 below) 4.Develop the rubric and analyze student evidence TOGETHER with those that teach the courses or deliver the program 5.Use student evidence to support and drive faculty development, curricular/pedagogical change 6.Return to #1 QUALITY TEACHING IS WHAT MATTERS ! ideas to improve

45. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 ideas to improve Case Study First Year Seminar at Pacific Northwest College

46. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Roles 1.Faculty Curriculum Committee Member 2.FYS Tenured Faculty member 3.FYS Adjunct Faculty member 4.Student 5.Dean of Student Life 6.Provost 7.Dean of Arts and Sciences ideas to improve

47. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Pick a Spokesperson ! ideas to improve

48. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Task 1.In your role develop a list of key issues 2.In your role decide on your perception of the most important next step When you have done this individually….. Discuss as a group and develop consensus on: 1.The issue you believe should be addressed. 2.Should the learning goals be changed in FYS and if so, how? 3.What are your first steps toward creating a process whereby meaningful evidence can improve the quality, impact and coherence of the First Year Seminar leading to attainment of student learning goals ideas to improve

49. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Tips Be COMMITTED to improvement – Incremental, Long-Term, Sustainable Education goals & process MUST stem from mission & culture Value the notion of openly QUESTIONING long standing institutional practices EMBRACE the fuzzy world of program level learning – it is not research ! The first “understanding student learning” and student experience NEEDS to be a good one Pilot, pilot again, AND again 1. Be willing to EXPERIMENT before data is “conclusive” 2. Develop INSTITUTION WIDE rubrics/methods of evaluation – get close enough 3.Create 4 levels ONLY in the rubric (2 above, 2 below) 4.Develop the rubric and analyze student evidence TOGETHER with those that teach the courses or deliver the program 5.Use student evidence to support and drive faculty development, curricular/pedagogical change 6.Return to #1 QUALITY TEACHING IS WHAT MATTERS ! ideas to improve

50. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Thank You ! One Day Student Learning Workshops in October: October 22 – Spokane, WADeveloping and Implementing A-Plans October 24 – Portland, ORUnderstanding Student Learning in General Education www.plu.edu/pnlc

51. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 “Learning begins with student engagement, which in turn leads to knowledge and understanding. Once someone understands, he or she becomes capable of performance or action. Critical reflection on one’s practice and understanding leads to higher-order thinking in the form of a capacity to exercise judgment in the face of uncertainty and to create designs in the presence of constraints and unpredictability. Ultimately, the exercise of judgment makes possible the development of commitment. In commitment, we become capable of professing our understandings and our values, our faith and our love, our skepticism and our doubts, internalizing those attributes and making them integral to our identities.” Schulman, 2002

52. High Impact Practices & Student LearningDr. Dave VeazeyMissoula, MT September 22, 2014 Undergrad research Surveys http://www.grinnell.edu/users/lopatto Augustana study – July 2012